In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements? Apathetic students trying to determine what is the minimum effort required, and many not even meeting that standard. Strong signals from the teacher that standardized tests are not worthy of the students’ best efforts, and that integrity is not a virtue. Students standing at the door for the end of day bell 10 minutes before it sounds. Students talking over the teacher during instruction. Little recognition by teachers that they can change the path the students are on.
How have you seen teachers fight the game of school in their classes? Some efforts to make topics interesting. Teachers trying to demand more from students (higher expectations) despite the constraints forced upon them by the administration.
What features can you plan into your units that might discourage the GOS? Less focus on the textbook, more on the relevance and relatedness to the students lives. More critical thinking, less rote memorization.
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy? Seems to serve less as a prescription for change than an acknowledgement that most schools are beyond saving.
What elements of the game of school are you seeing in your placements? Apathetic students trying to determine what is the minimum effort required, and many not even meeting that standard. Strong signals from the teacher that standardized tests are not worthy of the students’ best efforts, and that integrity is not a virtue. Students standing at the door for the end of day bell 10 minutes before it sounds. Students talking over the teacher during instruction. Little recognition by teachers that they can change the path the students are on.
How have you seen teachers fight the game of school in their classes? Some efforts to make topics interesting. Teachers trying to demand more from students (higher expectations) despite the constraints forced upon them by the administration.
What features can you plan into your units that might discourage the GOS? Less focus on the textbook, more on the relevance and relatedness to the students lives. More critical thinking, less rote memorization.
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy? Seems to serve less as a prescription for change than an acknowledgement that most schools are beyond saving.